AB1806-HPR EXPECTED FEATURES OF THE COURSE LEADER IN THE REHABILITATION HEALTHCARE PROFESSIONALS’ HIGHER EDUCATION: A QUALITATIVE STUDY ON STUDENTS’ PERSPECTIVES
Authors: B. Giardulli, E. Marchesini, L. Furri, M. Testa, A. Dell’isola, S. Battista
Journal: Annals of the Rheumatic Diseases (2023)

<h3>Background</h3> Previous evidence showed that Healthcare Professionals (HPs) working with rheumatic and musculoskeletal diseases (RMD) from Mediterranean countries have higher educational needs than Northern-European ones [1]. Hence, it is necessary to find new strategies to improve their training. Course leaders (CLs) are the responsible of the quality and delivery of the training of rehabilitation HPs, since they oversee designing and directing degree courses that are experienced by students first-hand [2]. To better understand their leadership role, it is helpful to focus on the people with whom the leader interacts daily [3–5]. Therefore, students become an essential source on that matter [2]. However, little attention has been given to the expected features that course leaders should hold, starting from students' perspectives. <h3>Objectives</h3> This study explored students' expected features of a course leader. <h3>Methods</h3> A qualitative study was carried out based on semi-structured interviews. A panel of recent graduates and students of the Master of Science in 'Healthcare Professionals Rehabilitation Sciences' (University of Verona, Verona, Italy) was recruited using purposive sampling. Data were analysed using the 'Reflexive Thematic Analysis' by Braun&amp;Clarke [6]. <h3>Results</h3> Ten HPs in training agreed to partake in the study (age 30 ± 9; men N=2; women N=8). Five themes were generated from the analysis: 1) 'A Collaborative Manager', as students perceived the CL as a non-authoritarian manager who involved all the stakeholders in the decision-making process; 2) 'A Diplomatic yet Honest Communicator', as students needed someone capable of communicating with them transparently; 3) 'A Flexible Mediator', as the CL should actively listen to all their stakeholders and mitigate conflicts; 4) 'An Empathic and Available Guide', as students need someone available and ready to help or guide them; 5) 'An Experienced Healthcare Professional', since students felt that the CL should have a clinical background related to the course they lead. <h3>Conclusion</h3> The results of this study suggest that students expect CL to have a wide range of qualities and attitudes more related to soft (i.e., adaptation, communication, organisation skills, teamwork) rather than hard skills (i.e., clinical experience). They expect a CL that considers all stakeholders' needs and preferences to guarantee course harmony and satisfaction. <h3>References</h3> [1] M Vliet Vlieland TP, van den Ende CH, Alliot-Launois F, <i>et al.</i> Educational needs of health professionals working in rheumatology in Europe. doi:10.1136/rmdopen-2016 [2] Lawrence J, Morón-García S, Senior R. <i>Supporting Course and Programme Leaders in Higher Education</i>. London:: Routledge 2022. doi:10.4324/9781003127413 [3] Cahill J, Bowyer J, Rendell C, <i>et al.</i> An exploration of how programme leaders in higher education can be prepared and supported to discharge their roles and responsibilities effectively. <i>Educational Research</i> 2015;<b>57</b>:272–86. doi:10.1080/00131881.2015.1056640 [4] Crevani L, Lindgren M, Packendorff J. Leadership, not leaders: On the study of leadership as practices and interactions. <i>Scandinavian Journal of Management</i> 2010;<b>26</b>:77–86. doi:10.1016/j.scaman.2009.12.003 [5] Milburn PC. The role of programme directors as academic leaders. <i>Active Learning in Higher Education</i> 2010;<b>11</b>:87–95. doi:10.1177/1469787410365653 [6] Braun V, Clarke V. Conceptual and Design Thinking for Thematic Analysis. <i>Qualitative Psychology</i> 2021;<b>9</b>:3–26. doi:10.1037/QUP0000196 <h3>Acknowledgements:</h3> NIL. <h3>Disclosure of Interests</h3> None Declared.